Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.14/163134
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Overcoming language barriers in word problem solving : a framework for intervention
Biennial Conference of the Australian Association of Mathematics Teachers (23rd : 2011) and the Annual Conference of the Mathematics Education Research Group of Australasia (34th : 2011) (3 - 7 July 2011 : Alice Springs, NT)
Clark, Julie; Kissane, Barry; Mousley, Judith; Spencer, Toby and Thornton, Steve. Mathematics : traditions and [new] practices : proceedings of the AAMT-MERGA Conference, held in Alice Springs, 3-7 July 2011, p.892-899
We describe a pedagogical approach aimed to assist second-grade Filipino children to solve additive word problems in English, a language primarily encountered only in school. The impact of the intervention is exemplified through a case study of one child with sufficient understanding of additive structures but with poor English skills. The intervention provided linguistic and mathematical scaffolds focussed on linking the text, situation, and problem representations. Conveying additive part-whole concepts in Filipino using a range of representations strengthened knowledge of additive situations and facilitated success for English word problems. However, correct solutions did not necessarily imply coherent mappings between the strategy and the text.